Energy system contribution to 1500- and 3000-metre track running

The aim of the present study was to quantify the contributions of the aerobic and anaerobic energy systems to 1500- and 3000-m track running events during all-out time-trials performed individually on a synthetic athletic track. Ten 3000-m (8 males, 2 females) and fourteen 1500-m (10 males, 4 females) trained track athletes volunteered to participate in the study. The athletes performed a graded exercise test in the laboratory and two time-trials over 1500 or 3000 m. The contributions of the energy systems were calculated by measures of race oxygen uptake, accumulated oxygen deficit (AOD), race blood lactate concentration, estimated phosphocreatine degradation and some individual muscle metabolite data. The relative aerobic energy system contribution (based on AOD measures) for the 3000 m was 86% (male) and 94% (female), while for the 1500 m it was 77% (male) and 86% (female). Estimates of anaerobic energy expenditure based on blood lactate concentrations, while not significantly different (P > 0.05), were generally lower compared with the AOD measures. In conclusion, the results of the present study conform with some recent laboratory-based measures of energy system contributions to these events.     

Hydration,sweat and thermoregulatory responses to professional football training in the heat

Abstract

This study examined the relationship between intensity of training and changes in hydration status, core temperature, sweat rate and composition and fluid balance in professional football players training in the heat. Thirteen professional football players completed three training sessions; “higher-intensity” (140 min; HI₁₄₀), “lower-intensity” (120 min; LI₁₂₀) and “game-simulation” (100 min; GS₁₀₀). Movement demands were measured by Global Positioning System, sweat rate and concentration were determined from dermal patches and body mass change. Despite similar environmental conditions (26.9 ± 0.1°C and 65.0 ± 7.0% relative humidity [Rh]), higher relative speeds (m · min^?1) and increased perceptions of effort and thermal strain were observed in HI₁₄₀ and GS₁₀₀ compared with LI₁₂₀ (P < 0.05). Significantly (P < 0.05) greater sweat rate (L · h^?1) and electrolyte losses (g) were observed in HI₁₄₀ and GS₁₀₀ compared with LI₁₂₀. Rate of rise in core temperature was correlated with mean speed (r = 0.85), session rating of perceived exertion (sRPE) (r = 0.61), loss of potassium (K⁺) (r = 0.51) sweat rate (r = 0.49), and total sweat loss (r = 0.53), with mean speed the strongest predictor. Sodium (Na⁺) (r = 0.39) and K⁺ (r = 0.50) losses were associated with total distance covered. In hot conditions, individualised rehydration practices should be adopted following football training to account for differences in sweat rate and electrolyte losses in response to intensity and overall activity within a session.     

Competition,gender and the sport experience: an exploration among college athletes

Worldwide, sport and physical activity rates of women generally lag behind those of men. One reason for this could be the way that sport cultures typically frame and value competition. This study provides an examination of the meaning and impact of ‘competition’ on the sport participation experiences of men and women. Using Interpretative Phenomenological Analysis, individual and group interviews were conducted with 76 current and former male and female collegiate athletes from both varsity and club sports regarding the impact of competition on their sport experiences. Results revealed that women and men tended to view and interpret competition differently, which strongly impacted their sport experiences. Sport programming that embraces a balance of cooperation and competition may be valuable for attracting and retaining both male and female participants.     

Coupled physical and digital cadaver dissection followed by a visual test protocol provides insights into the nature of anatomical knowledge and its evaluation

This research effort compared and contrasted two conceptually different methods for the exploration of human anatomy in the first‐year dissection laboratory by accomplished students: “physical” dissection using an embalmed cadaver and “digital” dissection using three‐dimensional volume modeling of whole‐body CT and MRI image sets acquired using the same cadaver. The goal was to understand the relative contributions each method makes toward student acquisition of intuitive sense of practical anatomical knowledge gained during “hands‐on” structural exploration tasks. The main instruments for measuring anatomical knowledge under this conceptual model were questions generated using a classification system designed to assess both visual presentation manner and the corresponding response information required. Students were randomly divided into groups based on exploration method (physical or digital dissection) and then anatomical region. The physical dissectors proceeded with their direct methods, whereas the digital dissectors generated and manipulated indirect 3D digital models. After 6 weeks, corresponding student anatomical assignment teams compared their results using photography and animated digital visualizations. Finally, to see whether each method provided unique advantages, a visual test protocol of new visualizations based on the classification schema was administered. Results indicated that all students, regardless of gender, dissection method, and anatomical region dissected performed significantly better on questions presented as rotating models requiring spatial ordering or viewpoint determination responses in contrast to requests for specific lexical feature identifications. Additional results provided evidence of trends showing significant differences in gender and dissection method scores. These trends will be explored with further trials with larger populations. Anat Sci Ed 1:27–40, 2008. © 2007 American Association of Anatomists.     

Visual and language processing deficits in compensated and uncompensated college students with dyslexia

In seven experiments, we investigated whether compensated and uncompensated adults with dyslexia show different patterns of deficits in magnocellular visual processing and in language processing tasks. In four visual tasks, we failed to find evidence of magnocellular deficits in either group. However, both groups of adults with dyslexia showed deficits in component language skills, and the degree of reading impairment predicted the nature and extent of these deficits. Uncompensated readers showed deficits in orthographic and especially phonological coding and awareness and were slower on rapid naming. Compensated readers showed word and nonword performance below controls but better than the uncompensated readers. The compensated group was not significantly less accurate than controls on phonological awareness, nor significantly worse overall on rapid naming.     

Factors Underlying Persistent Gendered Option Choices in School Science and Technology in Scotland

The past 15 years have seen a persistent underrepresentation of girls in school science and technology subjects. The article is in three parts. The first part surveys the persistence of girls' opting out of science and technology in their school option choices and reviews from a wide range of literature the influences which affect girls' choices. These influences are: early socialisation, primary teachers as change agents, option choice processes, guidance and careers advice, teachers and teaching, and work experience. The second part presents a meta-analysis of initiatives to encourage girls and women into science, engineering and technology (SET) courses and careers, drawing upon a survey undertaken as part of a Scottish initiative to encourage women students and staff to enter courses in SET in higher education and to progress in careers there. The analysis is then used to illuminate various school initiatives and to estimate the likelihood of their success in addressing the underlying influences on girls' choices away from science and technology.